National Society Statutory Inspection of Anglican and Methodist Schools Report
Fylingdales Church of England Voluntary Controlled Primary School
Thorpe Lane,
Fylingthorpe,
Whitby,
YO22 4TH
Diocese: YORK
Local authority: North Yorkshire
Date of inspection: 6 February 2014
Date of last inspection: 9 July 2009
School’s unique reference number: 121528
Headteacher: Lisa Jones
Inspector’s name and number: Alan Thornsby NSIN 137
School context
Fylingdales school is a small school serving the villages of Fylingthorpe and Robin Hood’s Bay on the
North Yorkshire coast. Pupil numbers are increasing with pupils travelling from other areas. Staffing is
now settled after a period of change.
The distinctiveness and effectiveness of Fylingdales as a Church of England school are good
 The commitment of the head, staff and governing body to the on-going development of a
successful and distinctively Christian school.
 The impact of Christian values on the academic and personal development of pupils
 The welcoming family atmosphere of the school that pervades and embraces the village and
church communities
Areas to improve

Ensure the vibrant ethos and Christian values that drive the school are consistently celebrated
and reflected in displays
The school, through its distinctive Christian character, is outstanding at meeting the needs
of all learners
The ethos of the school is securely founded on Christian values of love and respect. This results in a
welcoming learning environment in which everyone is valued equally as an individual. The values of love,
care and respect drive excellent relationships between all members of the school community and
extend to the wider village community. Christian values impact on every action and create positive
attitudes throughout the school. Forgiveness and fresh start ensure that relationships are successfully
maintained. The needs of each individual are recognised and a dedicated staff team ensures that through
effective target setting, challenge and support, all groups of pupils make good progress. Pupils are
motivated to learn because teachers deliver a rich curriculum making lessons challenging and enjoyable.
Teaching is judged to be at least good and data indicates that all groups of pupils make good progress and
achieve well. Older children enjoy taking responsibility for younger ones. An annual ‘take over day’
when older children are responsible for teaching and running the school shows the trust and respect of
adults for children. The school values ensure good behaviour and attitudes are maintained and as a pupil
explained ‘its just like a normal day’. Other responsibilities taken on by children include the school
council and eco and road safety groups. Spiritual, moral, social and cultural development is a strength of
the school as a result of the rich and varied curriculum, out of school activities and visits and the high
profile of Christian values. Religious education is a core subject providing ‘the buzz in the life of the
school.’ It impacts on how to live, enables opportunities for mixed-aged learning to explore and develop
spiritual development. For example, a ‘hot seating God’ activity, which produced thought provoking
questions and discussion. Children have a good understanding of the school as a church school and the
extent of local and global Christianity. They readily explain ‘Jesus did things the right way as God wanted
and we learn to do the same.’ However the school does not consistently promote and reflect its
Christian values in displays.
The impact of collective worship on the school community is good
Collective worship is central to the daily life of the school and effectively furthers the spiritual awareness
and biblical knowledge of children. They are engaged by well-delivered acts of worship and explain that ‘it
helps to understand God and Jesus and teaches that we should treat others as we wish to be treated.
They value time for reflection and stilling. The links between pupils’ experience and bible stories are
made explicit through effective delivery. Pupils’ good knowledge of bible and Christian festivals
successfully impacts on their lives and attitudes. Older children are beginning to develop an
understanding of the elements of worship especially through the planning and delivery of the Easter and
leavers’ services. They have a good understanding of the symbolism of the cross and candle. Pupils have a
developing knowledge of the life of Jesus and the Trinity, explaining ‘God the father created the world
and Jesus, God the son is Jesus and the Holy Spirit we see when we light the candle flame that shows He
is with us.’ Prayer has a high profile in the life of the school and children are familiar with the Lord’s
Prayer and the Fylingdales family prayer. Recent training and developments have resulted in secure links
between values and their biblical origins through the introduction of ‘Christian values for life’ and ‘Values
for Life.’ Although it is in an interregnum, the ‘circle of friends’ a group of clergy and lay-people ensures
that the links with church are maintained. This also enables children to have a wider experience of
Christian worship. On-going monitoring through observation, discussion and questionnaires informs
development. The school’s strong link with the local church has resulted in each child being presented
with a Bible as they enter and leave the school. The links are further developed through events such as
‘Messy church’, celebration of the Posada. Involvement in events such as processing a banner to Whitby
Abbey extends the family atmosphere of the school to embrace the church and wider communities.
The effectiveness of the leadership and management of the school as a church school is
good
The head is passionate about having a clear vision for the school that values each individual and strives to
give him or her the best learning opportunities nurtured in Christian love. Staff and governors share this
vision and ensure that every decision is made to reflect this ethos. Governors are knowledgeable and
have an active role in school. For example, on being informed by the head of the new SIAMS schedule
they enabled decisions and planning to be up to date. They have identified their next areas for
development as a distinctively Christian school. Foundation governors are particularly active in their
roles and through diocesan training and time in school ensure that their responsibilities are full met. This
results in accurate self-evaluation and the identification of the next stages for development being
identified in the school development plan. This indicates that the school has a good potential for future
development. As a regular visitor in school a foundation governor promotes the well being of the head
and staff. Parents are justly proud of the school and the family atmosphere it creates, commenting ‘this is
a brilliant school that gives a great sense of family’. They also comment ‘our children have a clear vision
of equality, sharing, honesty, love, care and respect.’ They are adamant that everyone in school goes the
extra mile for their children as well as giving support to them when necessary. The school has secure
links with the local community, inviting the community to join the celebration of the 50th anniversary of
the school and tree planting. The school also supports the local May Queen tradition. Links with other
local schools support academic and church school developments.
NS 09 2013
SIAMS Inspection School Report
NS 09 2013
SIAMS Inspection School Report